Depth & Complexity Framework - Understanding the pieces

Transcription

1 Depth Complexity Framework - Understanding the pieces

2 Depth Complexity Framework Understanding the parts Think Like A! Geographer Historian Economist Anthropologist Geologist Physicist Political Scientist Universal Concepts Generalizations! Power: Power may be used or abused. Change: Change is inevitable. Systems: Systems follow rules. Structure: Structures have parts that interrelate. Conflict: Conflict is composed of opposing forces.

3 Depth Complexity Framework insists that educational culture.

4 Depth Complexity creates a renewed excitement in the classroom. It s the how to for eliciting complex thinking and applying knowledge to real-world experiences. Depth Complexity s foundation, the Differentiation Equation already accounts for Bloom s varied thinking skills as well as DOK s four levels. T/S + C (D/C) + R + P Depth Complexity bridges the gap between describing levels of cognitive rigor (DOK) and designing appropriately differentiated instruction that demands and As DOK is a tool to ensure teachers are teaching to certain levels of ensures challenging, cognitive demand, Depth Complexity is a conceptual toolbox that rigorous learning prompts students to think in abstract, high-level ways similar to experiences. disciplinarians. The Depth Complexity toolbox extends through and across all four levels of Depth-of-Knowledge (DOK).

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6 Concrete( Abstract( Depth( Complexity( Novelty( Dependent( Independent( Reflec;ve(Learners( P. Lerwick, 2010

7 Dimensions of Depth Complexity Acknowledgments: Definitions of dimensions of depth and complexity are from Differentiating the Core Curriculum and Instruction to Provide Advanced Learning Opportunities, California Department of Education and California Association for the Gifted, Symbols for dimensions of depth and complexity developed under the auspices of OERI, Javits Curriculum Project T.W.O., 1996.

8 Depth and Complexity Icon Definition Prompt Language of the disciplines - the specific specialized and technological terms associated with a specific areas of study specialized vocabulary; tools used by disciplinarians; names of skills or tasks particular to people working within the discipline Details specific characteristics that describe a concept, theory, or even a fact. parts; attributes; factors; variables Patterns recurring events represented by details repetition; predictability; recurring events; cycle; repeated features Trends refers to factors that influence events influences; forces; direction; course of action; fads Unanswered questions - the ambiguities and gaps of information recognized within an area or discipline under study Rules the natural or person-made structure or order of things that explains the subject in study dilemmas; ambiguities; unclear ideas; discrepancies; yet unknown; not understood; lacking in explanation; incomplete ideas Structure; order; explanation; organization; laws Ethics the controversial issues that plague an area of study Big Ideas the generalizations, principles, and theories that distinguish themselves from the facts and concepts of the area or discipline under study Over time the understanding of time as an agent of change and recognition that the passage of time changes our knowledge of things different opinions; judging; bias; controversial issues; problems; morals; prejudice; discrimination overarching ideas; broad idea that can be supported with evidence; generalization; universal concept to connect all learning looking at past; present; and future; relationships within a time period; applying from the past to the present Perspective the concept that different points of view alter the way ideas and objects are viewed and valued Across the disciplines connections made within, between, and among various areas of study or disciplines different points of view; ways of seeing and reporting things; opposing viewpoints; outlooks; interpretation connections among disciplines; touching on many subjects all at once; relationships within the disciplines; relationships between the disciplines

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13 A Deep and Complex Look at Patterns Describe the patterns or repetition you find. Repeated Sequence Order Relationship Predict what might come next. List things that are repeated over time. Draw a pattern or cycle from this topic. Deep and Complex Look Books created by Paula Wilkes and Mark Szymanski J Taylor Education, 1. Depth Complexity 2016 Icons, OERI, Javits Curriculum Project T.W.O. 2. Kaplan, S Gould, B, Educator to Educator, 1995, 2003 LV1

14 LEVEL ONE SAMPLE PAGES A Deep and Complex Look at Literature: Lon Po Po Big Idea Conclusion Summary Global Theme Write the smaller ideas that support the bigger idea. work together to solve a problem be creative be certain before you make a decision What is the main idea of this topic? - Listen to your parents when they are trying to protect you. - Think before you act. Why is this main idea important? Because it will keep you safe. Draw the big idea. Unanswered Questions Unsolved, Unexplained, a Dilemma What resources can help you answer these questions? other books National Geographic Wolf experts Grandmas Grandpas teachers write to the author What did you learn? It can be easy to be fooled. If we think carefully before we act, it might prevent us from getting hurt or being fooled. What questions remain about this topic? Why would a wolf want to hurt children? How would you be a ble to be certain it was your PoPo? Why were the mother and children living alone? What happened to the father? Is PoPo a common nickname for Grandmother in China? Create a drawing about this question. get more information Intentional Teaching Considerations: Big Ideas Unanswered Questions with Literature While most elementary-aged children have heard the classic story about Red-Riding Hood, Lon Po Po provides an opportunity for the students to see the story from a different cultural perspective. Viewing both stories through Main Ideas allows students to see how the global themes remain the same despite the differences in details. The Unanswered Questions might relate to both stories, such as Why would a wolf want to hurt children, while another question might be specific to Lon Po Po, Is Po Po a common nickname for Grandmother in China? A cross-cultural study using children's literature and the icon of Unanswered Questions can encourage students to develop more curious minds. 62 Deep and Complex Look Books by Paula Wilkes and Mark Szymanski

15 Use Depth and Complexity concepts to elaborate any topic or unit. Give of this.! Look for.! Use to shed light on.! Pull apart the you encounter.! Discover if are due to insufficient,, or. Explain. P. Lerwick, 2010.

16 But remember, we are not teaching the icons, we are teaching concepts to new levels of depth and complexity using pictures to stand for the thinking strategies. Depth Complexity is not a program. P. Lerwick, 2010.

17 Content Imperatives origin contribution parallel convergence paradox Acknowledgments: Definitions of dimensions of depth and complexity are from Differentiating the Core Curriculum and Instruction to Provide Advanced learning Opportunities, California Department of Education and California Association for the Gifted, Symbols for dimensions of depth and complexity and the content imperatives developed under the auspices of OERI, Javits projects, 1996 and 1999.

18 Content Imperatives with Depth Complexity origin contribution multiple perspectives rules parallel patterns convergence paradox details trends Acknowledgments: Definitions of dimensions of depth and complexity are from Differentating the Core Curriculum and Instruction to Provide Advanced learning Opportunities, California Department of Education and California Association for the Gifted, Symbols for dimensions of depth and complexity and the content imperatives developed under the auspices of OERI, Javits projects, 1996 and 1999.

19 CONTENT IMPERATIVES: RE-EXAMINE WHAT YOU HAVE LEARNED CONTENT IMPERATIVE ICON DEFINITION LIT. CIRCLE APPLICATION ORIGIN CONTRIBUTION CONVERGENCE PARALLEL THE BEGINNING, ROOT, OR SOURCE OF AN IDEA OR EVENT THE SIGNIFICANT PART OR RESULT OF AN IDEA OR EVENT THE COMING TOGETHER OR MEETING POINT OF EVENTS OR IDEA S IDEAS OR EVENTS THAT ARE SIMILAR AND CAN BE COMPARED TO ONE ANOTHER! H ow did this begin?! What was the cause?! What was the stimulus?! E tymology! Cause of conflict! C omprehension/thinking Skills: note ambiguity; identify missing information; test assumptions; prove with evidence! H ow long did this build/formulate?! What things came together to cause this?! What was the value?! Effect of a character s actions, impact of setting, contributing factors of accelerating the conflict/rising action! Effect of literary devices! C omprehension/thinking Skills: differentiate from relevant from irrelevant; judge with criteria; prioritize; prove with evidence! H ow did this all come together?! H ow did things merge?! What were the meeting points?! Factors that create the climax! R ealization/key Moment for the character! Author s use of language to develop tone, imagery, style; genre! C omprehension/thinking Skills: drawing conclusions, predicting, inferring! What is similar?! What is comparable?! What seems the same as?! Synonyms! Connections! C omprehension/thinking Skills: identify attributes; compare and contrast; judge with criteria; support/prove with evidence PARADOX! What are the opposing ideas? THE! What are the inconsistencies?! What is the dilemma? CONTRADICTORY! Internal conflict ELEMENTS IN AN! Irony EVENT OR IDE A! C omprehension/thinking Skills: differentiate fact from fictions; determine relevant from irrelevant; judge with criteria; judge authenticity Adapted from Flip Book, Too, Sandra Kaplan and Bette Gould and Content Imperative Cards, Educator to Educator

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21 Depth and Complexity Framework Depth Complexity Prompts/Icons Content Imperative Prompts/Icons Think Like A Geographer Historian Economist Anthropologist Astronomer Geologist Physicist Political Scientist Universal Concepts Generalizations Power: Power may be used or abused. Change: Change is inevitable. Systems: Systems follow rules. Structure: Structures have parts that interrelate. Conflict: Conflict is composed of opposing forces. 21st Century Learner Universal Design Dpth of Knowledge

22 Depth and Complexity Framework Depth Complexity Prompts/Icons Content Imperative Prompts/Icons Think Like A Geographer Historian Economist Anthropologist Astronomer Geologist Physicist Political Scientist Universal Concepts Generalizations Power: Power may be used or abused. Change: Change is inevitable. Systems: Systems follow rules. Structure: Structures have parts that interrelate. Conflict: Conflict is composed of opposing forces. One of the paramount goals of the TEKS are that they demands students think in deeper ways about less content. The idea of having less to teach but challenging students to think in a more complex, abstract matter while formulating big ideas related to learning sounds appealing and rewarding. However, we unfortunately are witnessing the opposite effect in many Texas schools. Teachers are not being given enough autonomy and both the classroom educators and other educators responsible for creating curriculum and lessons within a district are often times struggling to meet, and ultimately exceed the demands of the TEKS. Depth Complexity provides concrete tools for them to do just that differentiate and prompt different levels of leaners to think from multiple perspectives and at much deeper levels about any content. Depth Complexity is the perfect match to the TEKS and their intended outcomes. The TEKS promotes deep levels of problem solving and thinking. The Depth Complexity Framework provides practitioners with actual strategies, the engine that powers the car so to speak, that moves them from simply discussing higher-level thinking and developing learning opportunities that necessitate broader layers of thinking. That is what has been missing - the actual tools to write lessons that meet all demands of the TEKS while creating a rigorous and appropriately challenging learning for all students. Depth Complexity Refers to approaching or studying something from the concrete to the abstract, from the known to the unknown. Requires students to examine topics by determining the facts, concepts, generalization, principles and theories related to them. Depth Complexity prompts (icons) help students better understand the curriculum by eliciting levels of reasoning as a means to acquire and apply knowledge. These prompts were defined as the common features to each discipline. (Burker, 2003) Referred to as Thinking Curriculum because it increased the level of challenge for all students. (CDE, 2005)

23 Depth and Complexity Framework Depth Complexity Prompts/Icons Content Imperative Prompts/Icons Universal Concepts Generalizations Think Like A Geographer Historian Economist Anthropologist Astronomer Geologist Physicist Political Scientist 21st Century Learner Power: Power may be used or abused. Change: Change is inevitable. Systems: Systems follow rules. Structure: Structures have parts that interrelate. Conflict: Conflict is composed of opposing forces. The 21st Century Learner (aka as 21st Century Learning, College and Career Ready, etc) is a phrase being thrown around in hopes that the educational system better prepares young people for the numerous challenges in the quickly evolving and internationally competitive workplace. While there are many descriptions of what skills are necessary for teachers to integrate 21st Century Skills into instruction, the common themes include: shifting away from solely direct instruction, focusing on critical thinking problem solving skills, working successfully in a group/community setting, differentiated teaching with emphasis on varied learning styles, effective communication skills, technological savvy, imagination and the ability to adapt. Depth Complexity is an ideal partner for the 21st Century Learner as it: prompts students to think and problem solve like disciplinarians and professionals. When applying the concepts and components of Depth Complexity to the study of disciplines, students are being prompted to think in similar ways as disciplinarians do when engaging in research and scholarly behavior. What better way to prepare students for the 21st Century workplace than to approach their learning in the same way that successful professional do. Furthermore, disciplinarians that were introduced to, and familiarized with Depth Complexity communicated that the Framework is a conceptual toolkit. provides several techniques for teachers to differentiate content, process, and product. creates a student-centered learning environment where students look at unanswered questions within ethical dilemmas as they justify their Big Idea related to a topic of study. They are asked to analyze information from different perspectives and are required to problem solve from various standpoints. enables interdisciplinary instruction, solidifying that optimal learning is not discipline specific. Disciplines o ten taught independently J Taylor Education, 2016 and process information. in the classroom are not a realistic sample of how professionals approach problems

24 Depth and Complexity Framework Depth Complexity Prompts/Icons Content Imperative Prompts/Icons Think Like A Geographer Historian Economist Anthropologist Astronomer Geologist Physicist Political Scientist Depth of Knowledge Universal Concepts Generalizations Power: Power may be used or abused. Change: Change is inevitable. Systems: Systems follow rules. Structure: Structures have parts that interrelate. Conflict: Conflict is composed of opposing forces. In the past few years, Depth of Knowledge (DOK) has received much attention as it is being lauded as one of the engines that shapes the development of Texas assessment questions. While it has been around for many years, DOK s new-found popularity is related to its supposed focus on having students demonstrate levels of understanding with both process and content. More importantly,, administrators are being told DOK language will be similar to what is students test questions will look like. There is nothing to fear however as the often confusing and misinterpreted four levels of Depth Knowledge all fall under the Depth Complexity Framework umbrella. Understanding of DOK is often vague from district-to-district and state-to-state and a common confusion is arising with respects to DOK s role in instruction. Educators do not seem to fully grasp how to create lessons and learning experiences that seamlessly include the hierarchal levels of DOK. Instead, we are witnessing a back-dooring of looking at DOK levels and then crafting a learning objective based on, frankly put, those levels that administrators are being told will be found within an assessment test. This confusion and misuse of DOK ends when, instead, the Depth Complexity Framework is used as the foundation for lesson creation. Depth Complexity trumps DOK in flexibility, ease of incorporation, and richness/complexity of learning opportunities, as it : provides a simple, yet concrete way for both student and teacher to exhibit their mastery of DOK s four levels (using DC Icons, Content Imperatives, Disciplinarian Thinking, Universal Concepts Generalizations. bridges the gap between simply describing levels of cognitive rigor (DOK) and actually designing instruction that demands and ensures rigorous learning experiences. acts as the students Toolbox, eliciting abstract, high-level thinking skills similar to those used by disciplinarians. focuses on learning connecting to real-world experiences, where DOK prompts real world connectivity in only its highest tier. Depth Complexity was not created with assessments in mind, but instead as a deep, exciting way to think!

25 DOK$levels$and$Geology$ DOK 3- Describe a model that you might use to represent the relationships that exist within the rock cycle. (Requires deep understanding of rock cycle and a determination of how best to represent it) DOK 2- Describe the difference between metamorphic and igneous rocks. (Requires cognitive processing to determine the differences in the two rock types) DOK 1- Describe three characteristics of metamorphic rocks. (Simple recall) Same verb used at all three DOK levels Southern Nevada RPDP 20

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27 Depth((Complexity(and(Geology( DOK$4$Y$From$the$$$$$$$of$a$conserva*onist,$economist,$and$geologist,$ analyze$the$$$$$$of$digging$a$quarry$near$a$residen*al$neighborhood$ to$extract$igneous$rocks$for$building$highways.$write$a$persuasive$ opinion$ar*cle$for$your$local$paper$in$favor$of$opening$the$quarry,$ while$cri*quing$how$$$$$$$have$been$influenced$by$$$$$$,$$$$$$$and$$$$$$$$$$$.$ $ DOK$3$ $Gather$evidence$to$support$the$$$$$$$that$the$rock$cycle$can$ lead$to$the$rise$or$decline$of$civiliza*ons.$$$$$$$make$a$flow$chart$ priori*zing$the$st$$$$$$$$$of$the$rock$cycle$that$supports$the$ generaliza*on$that$ one$change$leads$to$another. $ DOK$2$ $Compare$and$contrast$metamorphic$and$igneous$rocks$by$ describing$$$$$$$and$$$$$$.$ DOK$1$ $State$three$$$$$$$of$metamorphic$rocks.$

28 Depth Complexity Framework Depth Complexity Icons/Prompts Content Imperative Icons/Prompts Universal Concepts Generalizations Power: Power may be used or abused. Change: Change is inevitable. Systems: Systems follow rules. Structure: Structures have parts that interrelate. Conflict: Conflict is composed of opposing forces. Universal Design Universal Design for Learning (UDL) was developed to counteract the one size fits all learning approach pervading US Schools over the past several years. The obsession with assessment results and inflexibility of prescribed curricula created boundaries to appropriate individualized learning opportunities. The concepts that there should be multiple means to acquiring and processing content and that instruction can be tailored to meet the needs of various learners falls right in line with the tenants of Depth Complexity. Depth Complexity provides educators with numerous user-friendly strategies that both enhance the UDL experience and ensure the principles of UDL are being met. Depth Complexity and UDL are synergetic and complement one another as frameworks that both: move learning away from assessment driving instructional practices and towards a student focused, exciting learning environment. are founded with the base understanding that all students learn differently and that they deserve differentiated learning without sacrificing the authenticity of standards and core curriculum. promote tiering for students so they may be challenged at appropriate levels that inspire them to delve deeper into an area of study. provide multiple ways for students across the spectrum, from Special ED, EL, and Gifted Students, to become engaged and express/share their learning while exhibiting they have a rich understanding of a particular area of intrigue or study.

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33 What is a universal concept? Which concepts/themes are not universal? Lends a BIG, general aspect to what is being considered. Is an idea or mental picture of a group or class of objects formed by combining all their aspects. Threads through many disciplines Universal theme or concept Is a concept to be understood. Has several big ideas Provides opportunities to re-examine and deepen knowledge.? Chocolate? Bears? Plants? Holiday? Poems J Taylor Education

34 Kinds of Thinking Developed by Considering Generalizations Generalizations student developed ones are among the highestlevel thinking activities Generalizations invite gathering and synthesizing of info from many areas of study Inductive thinking Deductive thinking Indicate how the disciplines function Critical and creative thinking J Taylor Education

35 UNIVERSAL CONCEPTS/THEMES UNIVERSAL CONCEPTS/THEMES Teachers have so many standards to teach, it creates a challenge to cover all of them in the time alloted. Using thematic universal concepts is a more economical way to teach. Rigor is embedded in understanding universal concepts, as interdisciplinary connections are a logical result. Because many high ability/gifted children are global thinkers, using a universal concept is a much more natural way for them to learn. It is more abstract and complex. Universal concepts stimulate a sophisticated level of understanding and provide opportunities to differentiate in all curriculum content areas. Additionally, generalizations about universal concepts apply within and across disciplines over time. SAMPLE Universal Themes Patterns Systems Structure Relationships Change Force Order Power Conflict DIFFERENTIATION SMART REFERENCE GUIDE UNIVERSAL CONCEPTS/THEMES Patterns have segments that repeat. are enablers. allow for predictions. have an internal order. Systems have parts that work together. follow rules. may be influenced by other systems. interact. are made up of other systems. Structure has parts that are interrelate. may be combined to form larger structures. is no stronger than its weakest component. has parts that support and are supported. Relationships are purposeful. are powerful. change over time. follow rules. are in everything. Change can be positive or negative. is inevitable. can be natural of manmade. is necessary for growth. can be revolutionary or evolutionary. Force influences or changes. attracts, holds, or repels. may be countered with equal or greater force. and inertia are codependent. Order is a form of communication. may be natural of constructed. may have repeated patterns. is a form of communication. and chaos are reciprocals. Power is the ability to influence may be used or abused. may take many forms. is always present in some form. may be overt or covert. Conflict may be natural or manmade. may be intentional or unintentional. is composed of opposing forces. is progressive. may allow for change and synthesis.

36 Connect to depth, complexity Systems are made up of parts that work together to perform a function. How do the patterns of the water cycle affect our lives? Evaluate the trends in the social media systems. What are the rules of the base 2 number system? Draw plans to redesign a system in our school for a new use. J Taylor Education

37 Connect to content imperatives Systems are made up of parts that work together to perform a function. Investigate patterns of the origin of technological systems over time. Review the convergence of fashion trends over the past 10 years. Explain paradoxes in the rules of the base 2 number system. Design a chart of parallels in systems terminology as used by different experts. J Taylor Education

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39 D""C"Lesson"Planner" GradeLevel(s): Date(s): Scholars:* (wholeclass,small group,partnerwork, independent,etc.) Describe*Sequence* * Learning* Objectives:* * Content* Area(s):* Potential*Depth** Complexity* Integration:* (Tieredbyability) * * Resources:* B: P: A: * * Product:*

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42 Depth Complexity PD Incorporating Depth Complexity into Instruction to Inspire and Empower High-Level Thinking Depth Complexity Promotes Reflective, Independent Thinking Depth and Complexity Framework Depth Complexity Prompts/Icons Content Imperative Prompts/Icons Layering the Curriculum for ALL Learners Concrete Abstract Novice (Depth Complexity) Dependent Expert Independent Reflective Learners Universal Concepts Generalizations Think Like A Geographer Historian Economist Anthropologist Astronomer Geologist Physicist Political Scientist Power: Power may be used or abused. Change: Change is inevitable. Systems: Systems follow rules. Structure: Structures have parts that interrelate. Conflict: Conflict is composed of opposing forces. Educators using Depth Complexity will: become the impetus for prompting in depth, abstract thinking. address broad and overarching Big Ideas. The Depth Complexity Framework is used in thousands of schools and districts to create appropriately di erentiated and rigorous learning experiences for all students. While used originally within Gifted/Talented Education programs, Depth Complexity has spilled over as intended, into the heterogeneous classroom. With a renewed focus on college career readiness and preparing the 21st Century Learner, educators are turning to Depth Complexity as the pedagogical engine that ensures students are prompted to think in a deeper manner about less content. The Depth Complexity Framework s components: JTE-MD oversee a student centered classroom. move away from the traditional role of providing content and waiting for responses. learn and grow as practitioners from students complex ideas and responses. High Level, Critical, Creative Thinking Skills Depth Complexity Icons/Prompts Content Imperative Icons/Prompts Universal Concepts Generalizations Disciplinarian Thinking and Scholarly Behaviors are used in conjunction to make traditionally scripted curriculum and instruction more open ended, triggering and stimulating all students abilities. Transforming education from memorization to inspiration one at a time 1

43 Contact us at or to set up your PD today! The Depth Complexity Framework Educators attending Depth Complexity Workshops are provided with: proven procedures for introducing and integrating the dimensions of Depth Complexity and their related icons. access to J Taylor Education s best-selling products. specific examples of ways Depth Complexity is used across the disciplines in other schools nationwide. best practices for developing a school-wide commitment. access to J Taylor Education s team of experts to assist in the Depth Complexity learning and implementation process. is the how to for promoting complex thinking within the disciplines. focuses students on creative and critical thinking skills. creates renewed learning excitement in the classroom. guides students towards how to think not what to think. bridges the gap between simply talking about increased rigor and actually delivering challenging learning opportunities. demands students think like disciplinarians, solving problems as they apply knowledge and skills to realworld situations. focuses educators on interdisciplinary teaching. is referred to as the thinking curriculum because it increases the level of challenge for all students. CDE, 2005 is not a program. Instead it shapes how educators approach their art and instruct students on an everyday basis. prepares students to be Scholars. 1. How should future leaders be taught in today s classrooms? 2. How can educators increase the number of students that achieve at the highest levels? J Taylor Education 8550 W. Charleston Blvd. Suite 102, #244 Las Vegas, NV info@jtayloreducation.com ; f These frameworks for describing cognitive rigor and necessitating high-level abstract thinking are synergetic. Bloom s What type of thinking is needed to answer question or perform a task? DOK What skills are required to complete a task from beginning to end? How do students demonstrate their levels of understanding with relation to thinking processes and content? Depth Complexity What tools can teachers use to empower students to demonstrate a deep complex understanding of content through application of skills and knowledge? Transforming education from memorization to inspiration one at a time 2

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46 What educators are writing about Depth Complexity Framework! As a means of increasing curricular challenges, GT Programs emphasized using depth and complexity using Kaplan s work (1999) (A national View of Promising Programs and Practices for Culturally, Linguistically, and Ethnically Diverse Gifted and Talented Students Gifted Child Quarterly : 131 Christine J. Briggs, Sally M. Reis and Erin E. Sullivan! Depth and Complexity represented an approach to curriculum differentiation for gifted students, that originated from a California Department of Education document in (CDE, 2005) Derived from sources 1) A review of Advanced Placement curriculum and assessment 2) A study of California Golden State Exam requirements 3) Conventional wisdom about the accelerated needs of gifted students and the nature of academic disciplines! (Experts perspectives on the Application and Relevancy of Depth and Complexity to Academic Disciplines of Study; Lauer, Joanna L. A Dissertation Presented to the Faculty of the USC Rossier School of Education, University of Southern California, August 2010.)

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48 Depth Complexity - prompts (icons) that help students better understand the curriculum by eliciting levels of reasoning as a means to acquire and apply knowledge. This repetitive reasoning creates patterns in the brain where children make and understand deep and complex connections. These prompts were defined as the common features to each discipline. * Referred to as Thinking Curriculum because it increased the level of challenge for all students. (CDE, 2005) * Academic Discipline: Fields with departments, graduate programs, and professional associations (Burker, 2003).

49 Introducing and Exploring the Dimensions of Depth Complexity through Children s Literature Depth And Complexity Framework Products And Resources JTE-44 ORDER FORM DEPTH AND COMPLEXITY ICONS/DIMENSIONS SKU Quantity Price Subtotal Deep Complex Look At Biographies Literary Characters JTE-49 $22 NEW! Deep and Complex Look Books JTE-22 $22 Deep and Complex Ways Posters JTE-29 $10 Depth Complexity Desk Plates (K-1) set of 36 JTE-36A $16 Depth Complexity Desk Plates (2-3) set of 36 JTE-36B $16 Depth Complexity Desk Plates (4-6) set of 36 JTE-36C $16 Depth Complexity Icon Cards JTE-3A $22 Depth Complexity Icon Magnets JTE-28 $22 Depth Complexity Icon Posters JTE-46 $25 NEW! FREE ebook code: ConcPD16 Depth Complexity Icon Mini-Posters (Coming Soon!) TBA TBA Depth Complexity Icon Stamps with words JTE-19A $26 Depth Complexity Icon Stamps without words JTE-19B $26 Differentiation Smart Reference Guide JTE-23 $22 Icon Literature Game, The JTE-31 $22 Q 3 Cards Quick, Quality, Questioning Cards JTE-27A $25 $22 Minimum order of 25 units per title required to order hard copies of Ebooks. Hard copies of these titles may be available at conferences. Cinderella As You ve Never Known Her: A Deep, Complex, and Multicultural Look E-BOOK Deep Complex Look At Biographies Literary Characters E-BOOK JTE-40D $20 JTE-49D $20 Deep and Complex Look Books E-BOOK JTE-22D $20 Empower Primary and Inspire Change E-BOOK JTE-24D $20 Flip Book, The E-BOOK JTE-7D $17 Flip Book Too, The E-BOOK JTE-1D $15 Frames E-BOOK JTE-5D $14 Independent Study E-BOOK JTE-4D $17 Introducing and Exploring the Dimensions of Depth Complexity through Children s Literature E-BOOK JTE-44D $20 The Literature Response Journal E-BOOK JTE-33D $18 CATEGORIES SUBTOTAL Transforming education from memorization to inspiration one at a time

50 MATH SKU Quantity Price Subtotal Math Icon Cards JTE-14 $20 Math Icon Magnets CONTENT IMPERATIVES SPANISH PRODUCTS SPANISH Q 3 Cards Quick, PRODUCTS Quality, Questioning Cards ENGLIGH/SPANISH VERSION JTE-15 SKU Quantity Price Subtotal Content Imperative Icon Cards JTE-2 $20 Content Imperative Icon Magnets JTE-10 $11 Content Imperative Icon Stamps with words JTE-21A $12 Content Imperative Icon Stamps without words JTE-21B $12 Content Imperative Posters JTE-47 $12 Content Imperative Mini-Posters TBA TBA Deep and Complex Ways Content Imperative Poster JTE-50 $10 SKU Quantity Price Subtotal Spanish Icon Cards JTE-3B $23 NEW! NEW! Depth Complexity Spanish Icon Magnets Deep and Complex Ways Spanish Poster $18 JTE-27B $35 JTE-28B JTE-29B FREE ebook code: ConcPD16 $22 $11 CATEGORIES SUBTOTAL Transforming education from memorization to inspiration one SHIPPING AND PAYMENT INFORMATION Name at a time CATEGORIES SUBTOTAL DISCOUNT CODE CA or NV County Tax (non-ca or NV states-no TAX) SHIPPING (10% of Subtotal or $7, whichever is greater) Date GRAND TOTAL texaspd16 Street Suite/Apt City State Zip Code Phone Number Fax Number E-Books licensed to: Pay with CREDIT CARD Name on Card Mail with CHECK or PURCHASE ORDER to: J Taylor Education, Inc W. Charleston Blvd. Suite 102 #244 Las Vegas, NV CC# Total Charges FAX Order Form to: Signature Pay via PAYPAL to info@jtayloreducation.com Card Code Expiry Date